Formação continuada de docentes da educação profissional: entendendo processos.

Abstract

This research aimed to investigate the movements performed by the teachers of the specialization in Science Teaching course at campus Camaquã in order to understand whether these movements were transformed into training process. The methodology used was characterized by a qualitative approach guided by reflections proposed by Bogdan and Biklen. The context of this research was the specialization course in Science Teaching through research of IFSul Campus Camaquã. The data collection was made through semi-structured interviews with seven teachers from different fields and through document analysis. The data collected was analyzed using content analysis proposed by Bardin (1977) in the light of the contributions of Imbernon (2010), Garcia (1999), Freire (1996, 2005) Tardif (2002), Cunha (2008), Shulman ( 1986, 2005), Pimenta and Anastasiou (2002), Nóvoa (1995, 1997), among others. The categories of analysis and discussions were the expressions of the teachers about being a teacher, teacher training, needs and necessary knowledge for teaching and what the teachers reveal about t searches and movements. The results showed that the teachers recognize the complexity of teaching and the need for specific knowledge for this action. They stated that the requirements found in the school routine boosted them into search movements knowledge that would help them in the pedagogical practice. Teachers recognize these movements as a possibility of learning, building and sharing new knowledge. It was possible to conclude, taking into account the theoretical studies combined with contributions of the respondents, that the movements experienced by the teachers of the Specialization course turned into teaching development, as they contributed to the personal and professional training of these teachers.